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Why is personal, social and health education not compulsory in schools? Why is personal, social and health education not compulsory in schools?
(about 5 hours later)
In the runup to the last general election, when cross-party agreement was essential if any of the remaining draft legislation was to become law, the Conservatives blocked a proposal that would have made personal, social and health education (PSHE) compulsory in schools. And this year, as this election approaches, the education secretary, Nicky Morgan, has rejected the same recommendation, this time coming from the cross-party education select committee.In the runup to the last general election, when cross-party agreement was essential if any of the remaining draft legislation was to become law, the Conservatives blocked a proposal that would have made personal, social and health education (PSHE) compulsory in schools. And this year, as this election approaches, the education secretary, Nicky Morgan, has rejected the same recommendation, this time coming from the cross-party education select committee.
Warm words now accompany the refusal on compulsory PSHE. “It should,” she said, “be at the heart of the curriculum.” To show she really means it, a new set of guidelines will be issued.Warm words now accompany the refusal on compulsory PSHE. “It should,” she said, “be at the heart of the curriculum.” To show she really means it, a new set of guidelines will be issued.
Related: Pupils with learning difficulties are being denied their right to sex education
Put aside the question as to why Morgan is happy for some schools to ignore something she believes is at the “heart of the curriculum”, the real frustration is the shallowness of the approach.Put aside the question as to why Morgan is happy for some schools to ignore something she believes is at the “heart of the curriculum”, the real frustration is the shallowness of the approach.
The government’s interest in PSHE arises from the national focus on the terrible cases of child exploitation, adolescent mental ill-health and online sexual imagery. Something needs to be done about it, and schools should take on some of the responsibility.The government’s interest in PSHE arises from the national focus on the terrible cases of child exploitation, adolescent mental ill-health and online sexual imagery. Something needs to be done about it, and schools should take on some of the responsibility.
Politicians can’t just lob a social crisis into schools and think it’s all that needs to be done
The search for answers to other social ills – obesity, drugs and alcohol, teenage pregnancies and youth crime – has in the past been laid at the classroom door. The faith in education’s power to change social mores and entrenched behaviour is not misplaced. However, politicians can’t just lob a social crisis into the nation’s schools and think it’s all that needs to be done.The search for answers to other social ills – obesity, drugs and alcohol, teenage pregnancies and youth crime – has in the past been laid at the classroom door. The faith in education’s power to change social mores and entrenched behaviour is not misplaced. However, politicians can’t just lob a social crisis into the nation’s schools and think it’s all that needs to be done.
Demanding something be taught does not guarantee it will be learned. This is especially the case with areas of knowledge and understanding as difficult and sensitive as those covered by PSHE. The subject needs the best possible conditions if it is to succeed – and I would suggest two that are essential.Demanding something be taught does not guarantee it will be learned. This is especially the case with areas of knowledge and understanding as difficult and sensitive as those covered by PSHE. The subject needs the best possible conditions if it is to succeed – and I would suggest two that are essential.
First, it needs well-trained teachers and status in the school curriculum. Yet the government allocates no initial teacher training places to PSHE – although more than 33,000 teachers find themselves teaching it – and we know it has to battle for time on the curriculum. It’s not surprising Ofsted has judged that more than 40% of schools do not have good PSHE lessons.First, it needs well-trained teachers and status in the school curriculum. Yet the government allocates no initial teacher training places to PSHE – although more than 33,000 teachers find themselves teaching it – and we know it has to battle for time on the curriculum. It’s not surprising Ofsted has judged that more than 40% of schools do not have good PSHE lessons.
Politicians can’t just lob a social crisis into schools and think it’s all that needs to be done
Over the past five years the government has skewed the timetable towards what it calls a “knowledge-based” curriculum – hard facts that can be learned, tested and measured. This is what now defines a school’s success and status – the consequences of failing against these criteria are well understood.Over the past five years the government has skewed the timetable towards what it calls a “knowledge-based” curriculum – hard facts that can be learned, tested and measured. This is what now defines a school’s success and status – the consequences of failing against these criteria are well understood.
Second, the complexity of the challenge needs to be understood. Compulsory PSHE by itself won’t protect young people from the dangers that surround them or make sure they make wise choices. It needs more. Schools don’t only teach students through what goes on in the classroom. Some develop their students’ self-esteem, extend their horizons and make them feel valued in a quite remarkable way. This is not easy to measure and is impossible to grade, but its worth can be seen in the confidence and ambition of students.Second, the complexity of the challenge needs to be understood. Compulsory PSHE by itself won’t protect young people from the dangers that surround them or make sure they make wise choices. It needs more. Schools don’t only teach students through what goes on in the classroom. Some develop their students’ self-esteem, extend their horizons and make them feel valued in a quite remarkable way. This is not easy to measure and is impossible to grade, but its worth can be seen in the confidence and ambition of students.
Yet, where in the system is this success recognised? Which schools excel? How can we make sure others learn from them? There are no ways or means.Yet, where in the system is this success recognised? Which schools excel? How can we make sure others learn from them? There are no ways or means.
To give her some credit, Morgan has at least spoken about these issues. I’m not sure her predecessor, Michael Gove, ever did. Despite this, the national concern about the serious risks facing this generation demands stronger leadership than the secretary of state has shown.To give her some credit, Morgan has at least spoken about these issues. I’m not sure her predecessor, Michael Gove, ever did. Despite this, the national concern about the serious risks facing this generation demands stronger leadership than the secretary of state has shown.
I don’t doubt her concern or her wish to solve the problem, but her words and her actions have fallen far short of what is needed. Schools will do the best they can, but they are not getting leadership from the top.I don’t doubt her concern or her wish to solve the problem, but her words and her actions have fallen far short of what is needed. Schools will do the best they can, but they are not getting leadership from the top.